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Purpose <p>This study evaluated the feasibility and effectiveness of a motion-based gaming intervention designed to enhance social skills in individuals with autism spectrum disorders (ASD).</p> Methods <p>Twenty-eight participants with ASD took part in 10 sessions (5 weeks), engaging in cooperative virtual games. Each session required coordination with a partner. Half of the participants (PEER group) collaborated with a peer, while the other half (EDU group) worked with a therapist. Neuropsychological and behavioral measures were collected at baseline (T0), post-intervention (T2), and after 3-month (T3).</p> Results <p>Both groups showed improvements in Theory of Mind, which were maintained at T3. Notably, the EDU group also demonstrated significant gains in Memory for Faces, possibly due to therapists’ focus on facial engagement. Motion-based gaming, especially when supported by educators, appears effective in improving social and cognitive skills in people with ASD. Limitations (i.e., the absence of a control group and test sensitivity) warrant consideration in future research.</p>

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Supporting Social Skills in Autism Through Motion-Based Gaming Technology: A Feasibility Study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月29日

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  • Giulia D’Argenio,
  • Anna Antoniol,
  • Jasmine Maria Alessandra Cardella,
  • Elena Bulfone,
  • Enrico Baisero,
  • Alessandro Cuder,
  • Alessandra Finisguerra,
  • Cosimo Urgesi

摘要

Purpose

This study evaluated the feasibility and effectiveness of a motion-based gaming intervention designed to enhance social skills in individuals with autism spectrum disorders (ASD).

Methods

Twenty-eight participants with ASD took part in 10 sessions (5 weeks), engaging in cooperative virtual games. Each session required coordination with a partner. Half of the participants (PEER group) collaborated with a peer, while the other half (EDU group) worked with a therapist. Neuropsychological and behavioral measures were collected at baseline (T0), post-intervention (T2), and after 3-month (T3).

Results

Both groups showed improvements in Theory of Mind, which were maintained at T3. Notably, the EDU group also demonstrated significant gains in Memory for Faces, possibly due to therapists’ focus on facial engagement. Motion-based gaming, especially when supported by educators, appears effective in improving social and cognitive skills in people with ASD. Limitations (i.e., the absence of a control group and test sensitivity) warrant consideration in future research.